Assessing evaluation: Why student engages or resists to active learning?

Alonso-Nuez, M.J. (Universidad de Zaragoza) ; Gil-Lacruz, A.I. (Universidad de Zaragoza) ; Rosell-Martínez, J. (Universidad de Zaragoza)

Resumen: This research shows, on a wide dataset of students, that evaluation methods to promote active learning improve students’ academic success and performance. On a database of 4622 engineering and design students, we demonstrate that this result holds when correcting the selection bias—more engaged students opt for active learning. The intriguing result is that the percentage of students that opt for active learning decreases along time. The discussion points to the role of faculty as crucial to decrease the resistance of students to active learning. The general methodological approach in this paper may be useful to assess the performance of any change in a subject’s evaluation.

Idioma: Inglés

DOI: 10.1007/s10798-020-09582-1

Año: 2021

Publicado en: International Journal of Technology and Design Education 31 (2021), 1001-1017
ISSN: 0957-7572

Factor impacto JCR: 1.781 (2021)

Categ. JCR: EDUCATION, SCIENTIFIC DISCIPLINES rank: 31 / 44 = 0.705 (2021) - Q3 - T3
Categ. JCR: ENGINEERING, MULTIDISCIPLINARY rank: 54 / 92 = 0.587 (2021) - Q3 - T2
Categ. JCR: EDUCATION & EDUCATIONAL RESEARCH rank: 191 / 270 = 0.707 (2021) - Q3 - T3

Factor impacto CITESCORE: 4.4 - Social Sciences (Q1) - Engineering (Q2)

Factor impacto SCIMAGO: 0.753 - Engineering (miscellaneous) (Q1) - Education (Q1)

Tipo y forma: Artículo (PostPrint)

Área (Departamento): Área Organización de Empresas (Dpto. Direcc.Organiza.Empresas)